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Unit Plan
5th Grade Social Studies U2.2 European
Slave Trade and Slavery in Colonial America
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Table of Contents
Introduction
2
GLCE U2.2.1
2
GLCE U2.2.2
6
GLCE U2.2.3
Vocabulary list with definitions
Vocabulary Quiz
Fill in the blank Triangular Trade Map
Venn Diagram-- Free vs. Enslaved
African to African-American Biography
Triangular Trade in the Atlantic Ocean
Economy vs. Humanity
Exploring the Triangle Trade and The Middle Passage
10
13
14
15
16
17
18
21
Citation Page
Rubric
24
25
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Introduction:
This unit is for 5th grade students and is based on GLCE U2.2 which is the European Slave Trade and Slavery in Colonial America. It
has three GLCEs that coincide. They are as follows:
U2.2.1 Describe Triangular Trade including
-the trade routes
-the people and goods that were traded
-the Middle Passage
-its impact on life in Africa.
U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.
U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted
elements of new cultures to develop a distinct African-American culture.
This unit will include KUDs, assessment ideas, sequence of instruction, resource attachments, and a citation page.
KUDs: The road map:
GLCE (coding and wording) and Verb
underlined
Knowledge (K)
Goods: a good is a material that satisfies human
wants and provides utility, for example, to a
consumer making a purchase.
Cash Crops: A cash crop is an agricultural crop
which is grown for sale to return a profit. (Plants
only.)
U2.2.1 Describe Triangular Trade including
-the trade routes
-the people and goods that were traded
-the Middle Passage
-its impact on life in Africa
(National Geography Standards 9, and 11; pp. 160 and 164 E)
Verb(s): Describe (skill)
Understand (U)
DO:
Vocabulary
Demonstration of
Learning (DOL)
Students will
understand how the
Triangular Trade
was an important
part of African life.
The student will map
out the trade routes
and draw pictures of
things traded onto
the map. The student
will also write a
paragraph or two
about what it’d be
like without the
Triangular Trade
Goods
Middle Passage
Cash Crops
Raw Materials
I Can
I can describe how
the Triangular
Trade and the
Middle Passage
impacted African
life and locate the
trade routes and
know what they
traded there.
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Raw Materials: the basic material from which a
product is made.
Triangular Trade as
an African.
The Triangular Trade operated from the late 16th
to early 19th centuries, carrying slaves, cash
crops, and manufactured goods between West
Africa, Caribbean or American colonies and the
European colonial powers, with the northern
colonies of British North America. The use of
African slaves was fundamental to growing
colonial cash crops, which were exported to
Europe. European goods, in turn, were used to
purchase African slaves.
A classic example would be the trade of sugar
from the Caribbean to Europe or New England,
where it was distilled into rum. The profits from
the sale of sugar were used to purchase
manufactured goods, which were then shipped to
West Africa, where they were bartered for
slaves. The slaves were then brought back to the
Caribbean to be sold to sugar planters. The trip
itself took five to twelve weeks.
The first leg of the triangle was from a European
port to Africa, in which ships carried supplies for
sale and trade, such as copper, cloth, trinkets,
slave beads, guns and ammunition. When the
ship arrived, its cargo would be sold or bartered
for slaves. On the second leg, ships made the
journey of the Middle Passage from Africa to the
New World. Many slaves died of disease in the
crowded holds of the slave ships. Once the ship
reached the New World, enslaved survivors were
sold in the Caribbean or the American colonies.
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The ships were then prepared to get them
thoroughly cleaned, drained, and loaded with
export goods for a return voyage, the third leg, to
their home port, from the West Indies the main
export cargoes were sugar, rum, and molasses;
from Virginia, tobacco and hemp. The ship then
returned to Europe to complete the triangle.
Diagram illustrating the stowage of African
slaves on a British slave ship.
Cash crops were transported mainly by a
separate fleet which only sailed from Europe to
the Americas and back.
Triangular Trade:
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The Middle Passage was the stage of the
triangular trade in which millions of people from
Africa were shipped to the New World as part of
the Atlantic slave trade. Ships departed Europe for
African markets with manufactured goods, which
were traded for purchased or kidnapped Africans,
who were transported across the Atlantic as
slaves; the slaves were then sold or traded for raw
materials, which would be transported back to
Europe to complete the voyage. Voyages on the
Middle Passage were a large financial
undertaking, and they were generally organized
by companies or groups of investors rather than
individuals.
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GLCE (coding and
wording) and Verb
underlined
Knowledge (K)
U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies. (National Geography
Standard 5, p. 152)
Verb(s): Describe (skill)
Understand (U)
DO:
Vocabulary
I Can
Demonstration of
Learning (DOL)
Urban: city life
Students will understand
the big differences of
enslaved Africans and
free Africans in the
American colonies.
Plantations: an estate on
which crops such as
coffee, sugar, and
tobacco are cultivated by
resident labor.
The student will make a
Venn Diagram of free and
enslaved Africans in the
American colonies to
describe the differences
and any similarities
between them.
American colonies
Enslaved
Freed Slave
Urban
Plantations
Manumission
I can describe the
differences of enslaved
and free African life in
the American colonies.
Slavery existed in every
colony. At the dawn of
the American Revolution,
20 percent of the
population in the
thirteen colonies was of
African descent. The
legalized practice of
enslaving blacks
occurred in every colony.
During the Revolutionary
era, more than half of all
African Americans lived
in Virginia and Maryland.
Most blacks lived in the
Chesapeake region,
where they made up
more than 50 to 60
percent of the overall
population. The majority,
but not all, of these
African Americans were
slaves. In fact, the first
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official United States
Census taken in 1790
showed that eight
percent of the black
populace was free.
Slave labor required for
farming and tobacco
cultivating. The majority
of blacks living in the
Chesapeake worked on
tobacco plantations and
large farms. Since the
cultivation of tobacco
was extremely laborintensive, African slave
labor was used, despite
questions of whether
slavery was morally
right.
Plantation and farm
slaves tend crops and
livestock. For slaves
working on farms, the
work was a little less
tedious than tobacco
cultivation, but no less
demanding. The variety
of food crops and
livestock usually kept
slaves busy throughout
the year. Despite the
difficult labor, there were
some minor advantages
to working on a
plantation or farm
compared to working in
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an urban setting or
household. Generally,
slaves on plantations
lived in complete family
units, their work dictated
by the rising and setting
of the sun, and they
generally had Sundays
off. The disadvantages,
however, were stark.
Plantation slaves were
more likely to be sold or
transferred than those in
a domestic setting. They
were also subject to
brutal and severe
punishments, because
they were regarded as
less valuable than
household or urban
slaves.
Free African Americans
were unfortunately
rarely treated with the
same respect of their
white counterparts.
There were several ways
African Americans could
achieve their freedom.
Indentured servants
could fulfill the terms of
their contracts like those
brought to Jamestown in
1619. In the early days,
when property
ownership was
permitted, skilled slaves
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could earn enough
money to purchase their
freedom.
Another way of
becoming free was called
manumission: the
voluntary freeing of a
slave by the master.
Masters did occasionally
free their own slaves.
Perhaps it was a reward
for good deeds or hard
work. At times it was the
work of a guilty
conscience as masters
sometimes freed their
slaves in their wills.
Children spawned by
slaves and masters were
more likely to receive
this treatment. These
acts of kindness were not
completely unseen in
colonial America, but
they were rare.
Free African Americans
were likely to live in
urban centers. The
chance for developing
ties to others that were
free plus greater
economic opportunities
made town living
sensible. Unfortunately,
this "freedom" was
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rather limited. Free
African Americans were
rarely accepted into
white society. Some
states applied their slave
codes to free African
Americans as well.
Perhaps the most
horrifying prospect was
kidnapping. Slave
catchers would
sometimes abduct free
African Americans and
force them back into
slavery. In a society that
does not permit black
testimony against whites,
there was very little that
could be done to stop
this wretched practice.
GLCE (coding and
wording) and Verb
underlined
Knowledge (K)
African: a person from
Africa
African-American: a
black American, or an
African who is now an
American.
U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role
of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.
(National Geography Standard 10, p. 162)
Verb(s): Describe (skill)
Understand (U)
DO:
Vocabulary
I Can
Demonstration of
Learning (DOL)
Students will understand
the changes Africans
made to become AfricanAmericans and the
differences between the
two cultures.
Students will each write
their own fictional
biographies in the voice
of an African adapting to
an African-American and
the changes that they
went through.
African
African-American
Adapt
Culture
Segregation
I can describe how
Africans living in North
America adapted their
own culture into a new
African-American
culture.
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Adapt: make (something)
suitable for a new use or
purpose; modify.
Culture: the attitudes and
behavior characteristic
of a particular social
group.
Segregation: the action
or state of setting
someone or something
apart from other people
or things or being set
apart.
African-American history
starts in the 16th
century, with Africans
forcibly taken to Spanish
and English colonies in
North America as slaves.
After the United States
came into being, black
people continued to be
enslaved and treated as
inferiors. These
circumstances were
changed by
Reconstruction,
development of the black
community, participation
in the great military
conflicts of the United
States, the elimination of
racial segregation, and
the Civil Rights
Movement.
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Most African Americans
are the descendants of
captive Africans held in
the United States (or
territories that would
become the United
States) from 1619 to
1865. Blacks from the
Caribbean whose
ancestors immigrated, or
who immigrated to the
U.S., also traditionally
have been considered
African-American, as
they share a common
history of predominantly
West African or Central
African roots, the Middle
Passage and slavery.
People are known to
bring their culture with
them when they migrate,
regardless whether their
move was voluntary or
forced.
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Vocabulary List:
13 American colonies- The Thirteen Colonies were the British Colonies on the Atlantic coast of North America founded between 1607 and 1733 that
joined together to declare independence in 1776.
Adapt- make (something) suitable for a new use or purpose; modify.
African- a person from Africa.
African-American- a black American.
Cash Crops- a crop produced for its commercial value rather than for use by the grower.
Culture- the arts and other manifestations of human intellectual achievement regarded collectively.
Enslaved- make (someone) a slave.
Freed Slave- A freedman is a former slave who has been released from slavery, usually by legal means. Historically, slaves became freedmen
either by manumission or emancipation. A fugitive slave is one who escaped slavery by fleeing.
Goods- In economics, goods and services are the outcome of human efforts to meet the wants and needs of people. Economic output is divided
into physical goods and intangible services.
Manumission- Manumission is the act of a slave owner freeing his or her slaves. Different approaches developed, each specific to the time and
place of a society's slave system. The motivations of slave owners in manumitting slaves were complex and varied.
Middle Passage- the sea journey undertaken by slave ships from West Africa to the West Indies.
Raw Materials- the basic material from which a product is made.
Segregation- the action or state of setting someone or something apart from other people or things or being set apart.
Triangular Trade- a multilateral system of trading in which a country pays for its imports from one country by its exports to another.
Urban- in, relating to, or characteristic of a city or town.
Plantations- an estate on which crops such as coffee, sugar, and tobacco are cultivated by resident labor.
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Quiz
European Slave Trade Vocabulary [16 pts.]
Name:_____________________________
Directions: Put your name on it! Match the correct terms to the definitions below. [Hint: Not all terms will be used and each
definition only has one correct term.]
A. Culture
F. Goods
K. Cotton
P. Adapt
B. 13 American
colonies
G. Ship
L. Freed Slave
Q. Raw Materials
C. Segregation
D. Manumission
E. Triangular Trade
H. Urban
M. African
R. Enslaved
I. African-American
N. Farming
S. Middle Passage
J. Route
O. Cash Crops
T. Plantations
1._____ an estate on which crops such as coffee, sugar, and tobacco are cultivated by resident labor.
2._____ a multilateral system of trading in which a country pays for its imports from one country by its exports to another.
3._____ the basic material from which a product is made.
4._____ the act of a slave owner freeing his or her slaves.
5._____ a former slave who has been released from slavery, usually by legal means.
6._____ the arts and other manifestations of human intellectual achievement regarded collectively.
7._____ a black American.
8._____ make (something) suitable for a new use or purpose; modify.
9._____ British Colonies on the Atlantic coast of North America founded between 1607 and 1733 that joined together to declare independence in 1776.
10._____ a person from Africa.
11._____ a crop produced for its commercial value rather than for use by the grower.
12._____ to make (someone) a slave.
13._____ the outcome of human efforts to meet the wants and needs of people.
14._____ the sea journey undertaken by slave ships from West Africa to the West Indies.
15._____ the action or state of setting someone or something apart from other people or things or being set apart.
16._____ in, relating to, or characteristic of a city or town.
Answer Key:
T, E, Q, D, L, A, I, P, B, M, O, R, F, S, C, H
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Name:______________________________
Fill in the blank Triangular Trade Map [12pts.]
Directions:
Label the three directions (from what
place to what place?) and also what they
traded.
3
1
2
1)Where?_____________________________________
_________________________________________________
_________________________________________________
Traded?_______________________________________
_________________________________________________
________________________________________________
2)Where?_____________________________________
_________________________________________________
_________________________________________________
Traded?_______________________________________
_________________________________________________
________________________________________________
3)Where?_____________________________________
_________________________________________________
_________________________________________________
Traded?_______________________________________
_________________________________________________
________________________________________________
Answer: 1) Europe to Africa, traded firearms, cloth, salt, etc. 2) Africa to the Americas, traded slaves. 3) Americas to Europe, traded rum
and sugar.
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Name:__________________________________________
Venn Diagram-- Free vs. Enslaved [13 pts.]
Directions: Compare and Contrast free Africans and Enslaved Africans in the American Colonies. List at least 5 things to contrast and
at least 3 things to compare.
Free
Enslaved
Compare
1.
2.
3.
4.
5.
1.
2.
1.
2.
3.
3.
4.
5.
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Name:_______________________________
African to African-American Biography [10 pts.]
Directions: Write your own short fictional biography in the voice of an African adapting to an African-American and the changes that you went
through. You may write on the back if needed.
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Triangular Trade in the Atlantic Ocean
Grade Levels: 3 - 5
INTRODUCTION
In conjunction with a historical study of slavery, students will learn about triangular trade and use maps and a website calculator to figure distances
between ports.
SUGGESTED TIME ALLOWANCE:
50 minutes
OBJECTIVES
Students will:
 work together in small groups to find data and information about the seventeenth and eighteenth century slave trade
 identify a popular triangular trade route and the distance from one port to another on a world map
 further understand the harsh and inhumane treatment of Africans during this time period
MATERIALS
 copies of a world map for each student: http://education.nationalgeographic.com/education/mapping/outline-map/?ar_a=1 (select "Print" or
"Download")
 world map in front of the classroom, or on an overhead projector
 paper and pencil for each student
 ruler or straight-edge for each student
 website: http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1
 website: http://www.infoplease.com/atlas/calculate-distance.html
PROCEDURES
1. Review the following vocabulary words with students prior to beginning the lesson: slave trade, middle passage, cargo, longitude and latitude.
2. Distribute world maps to students. A good world map that can easily be copied is available
at:http://education.nationalgeographic.com/education/mapping/outline-map/?ar_a=1. Once students have a map, discuss the practice
of triangular trade:
From the 1600s to 1800s, large sailing ships, owned by British businessmen, set sail from England en route to the west coast of Africa.
There, kidnapped Africans, taken from their villages and families, were forced into extremely overcrowded quarters in the ships and
sailed to the Caribbean, North America, and South America – a journey that took from five to twelve weeks. If you look at a map, you can
see how this forms a triangle. Between 30 and 60 million Africans made the trip from Africa to America in this way, many of them dying
during from the long journey and horrible conditions.
3. Have students read Tom Feelings' book The Middle Passage, including the introduction. For an online version, students can see Feelings' art
and read his introductory words at: http://www.juneteenth.com/middlep.htm.
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4. Talk with students about distance. How far is it from the school building to the public library? Perhaps a few miles. How far is it from your town to
the state capitol? What about from one side of the country to the next, such as New York City to San Francisco? After students have made some
guesses and then you've shared the right answers with them, locate the Ivory Coast and South Carolina on the world map. Ask students to
estimate how far this is; write their estimates on the board.
5. Break students into pairs. Ask each pair to find exact locations of these points of the triangle trade: Bristol, England; Ivory Coast, Africa;
Charleston, South Carolina. To do this, start at the National Geographic Interactive
Map:http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1. Have a volunteer tell in which continent the first
location, Bristol, England, is located. After the desired answer of Europe is elicited, have students click on that continent's name on the top of the
page. Direct them to select United Kingdom to get the appropriate map for this area. Have students zoom in to find Bristol, England on this map.
Then direct them to find the approximate location of Bristol on their paper map and plainly mark it. Do the same for the location of Ivory Coast,
Africa (note that this is referred to as "Cote d'Ivoire" on the map; the main port is called Abidjan) and Charleston, South Carolina.
6. Once students have marked all three sites on their maps, have them connect the points, forming a triangle. Tell the students they now need to
find three things:
o How far did the ships travel from England to the Ivory Coast? [Bristol, England to Ivory Coast – 2,997 miles/4823 kilometres]
o How far did the Africans travel from the Ivory Coast to Charleston? [Ivory Coast to Charleston, S.C. – 5,051 miles/8129 kilometres]
o How far did the trips have to travel to return to England? [Charleston, S.C. to Bristol, England – 3,978 miles/6402 kilometres]
Using the "How far is it?" device at this URL, http://www.infoplease.com/atlas/calculate-distance.html, have students figure the three distances
from each point to each point of the triangle. Have them type each location and destination into the mileage finder – Bristol to Ivory Coast, Ivory
Coast to Charleston, and Charleston to Bristol – and jot down the distance on the paper world map. When students are finished, redirect them to
their original estimates on the board; how close were they?
7. Using the approximate average rate of speed of thirty miles traveled per hour, have the students calculate how long each leg of the trip took and
round to the nearest hour.
o Bristol, England to Ivory Coast = 100 hours
o Ivory Coast to Charleston, S.C. = 168 hours
o Charleston, S.C. to Bristol, England = 133 hours
8. Bring the discussion of time and distance back to The Middle Passage and a broader study of slavery by talking with students about what that
journey might have been like for a kidnapped person, chained to another person, confused and afraid. Be careful to use the lesson as a way for
the students to better understand the time and distance that contributed to an incredibly difficult, traumatic event.
ASSESSMENT
 Collect and evaluate students' map sheets.
 Call on students to discuss their reaction to the tutorial they just read.
EXTENSION ACTIVITIES
 Infoplease.com also has a Latitude and Longitude Finder (http://www.infoplease.com/atlas/latitude-longitude.html). Choose other ports in the triangular
trade and have students locate their longitudes and latitudes and then locate the distances this way. Also have the students make estimates again to see
how close they come.
 Use maps, the map legend, and pieces of string to calculate various distances.
 Discuss ways in which the kidnapped Africans might have tried to keep their spirits alive during the journey, such as through singing or storytelling. In
several cases, such as with the celebrated Amistead, they tried to mutiny the ship.
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STANDARDS CORRELATION
 Understands and applies basic and advanced concepts of statistics and data analysis
 Understands how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and African life
in the Americas
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Economy vs. Humanity
Exploring the Triangle Trade and The Middle Passage
The Triangle Trade, though morally reprehensible, was integral to the growth of the economies of the United States and Great Britain. The last leg
of that trek, known as the Middle Passage, retains the infamy of having been a horrific journey for Africans who had been free in their countries but
were being enslaved in the Americas. The Middle Passage is synonymous with intense human suffering, degradation, and mortality.
Through the video series, FREEDOM: A History of US and the companion Web sitehttp://www.pbs.org/historyofus utilized in this lesson, students
will explore the economic importance of the Triangle Trade and the experience of enslaved Africans who were forced to endure the Middle Passage.
They will examine primary sources, such as written accounts of slave ship experiences, to understand the experiences of enslaved Africans,
slaveholders, and abolitionists.
Students will be able to:




Demonstrate an understanding of the economic factors surrounding slavery in the United States, such as the Triangle Trade.
Demonstrate an understanding of the experience of Africans who were brought to this country as a part of the American slave trade.
Use primary sources, such as narrative accounts and pictures, to gather information about the Middle Passage and the slave trade in the
United States.
Examine prevailing political, moral, and economic philosophy regarding the slave trade.
National Standards for History
http://www.sscnet.ucla.edu/nchs/standards/
Historical Thinking
5A The student is able to identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those
involved in the situation.
5B The student is able to marshal evidence of antecedent circumstances and current factors contributing to contemporary problems and alternative
courses of action.
US History
Era 2, Standard 1
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The student understands how diverse immigrants affected the formation of European colonies. (The student will be able to trace the arrival of
Africans in the European colonies in the 17th century and the raid increase of slave importation in the 18th century.)
Era 2, Standard 3C
The student understands African life under slavery. (The student will be able to: Analyze the forced relocation of Africans to the English colonies in
North America and the Caribbean; Explain how varieties of slavery in African societies differed from the chattel racial slavery that developed in the
English colonies; Assess the contribution of enslaved and free Africans to economic development in different regions of the American colonies.)
National Standards for Social Studies
http://www.socialstudies.org/standards/2.10.html
5 Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
6 Social studies programs should include experiences that provide for the study of how
people create and change structures of power, authority, and governance.
New York State Social Studies Standards
http://www.nysatl.nysed.gov/ssstand.html
1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points
in the history of the United States and New York. (NYS SS 1)
5 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the
governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. (NYS SS 5)
Video:
FREEDOM: A History of US #5 "A Fatal Contradiction"
This video segment provides the viewer with an abundance of information about the early history of slavery in the United States. It examines the
political and economic aspects of slavery up to the election of President Lincoln.
Web sites:
FREEDOM: A History of US
http://www.pbs.org/historyofus
This is the companion Web site to the FREEDOM: A History of US video series. The sixteen Webisodes reflect the topics in each segment of the video
series with additional historical information, sound clips, pop-up biographies, images, timelines, glossary, and many primary source documents.
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Per class:



Chalkboard, whiteboard, or poster paper
Appropriate writing utensil for your writing surface
Tape (necessary if you are using poster paper so that you can display the students' work)
Per student:




Pen or pencil
Computer with Internet access
Student Response Sheets
FREEDOM Webisode #5, Segment 2, Page 1,
http://www.pbs.org/wnet/historyofus/web05/segment2.html
(photos and documents as indicated in learning activity)
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Citations
Diversity Lesson Triangular Trade. (n.d.). SMCPS. Retrieved April 20, 2014, from
http://www.smcps.org/files/Diversity/Lessons/Lesson_3.pdf
Lesson Plans. (n.d.). Lesson Plans. Retrieved April 5, 2014, from http://www.thirteen.org/edonline/ntti/resources/lessons/h_economy/
Slavery. (n.d.). Teacher Vision. Retrieved April 4, 2014, from https://www.teachervision.com/slavery/lesson-plan/3370.html
Triangular Trade. (n.d.). Huntington. Retrieved April 7, 2014, from
http://www.huntington.org/uploadedfiles/files/pdfs/lhthtriangulartrade.pdf
Triangular Trade. (n.d.). Wikimedia. Retrieved April 5, 2014, from
http://upload.wikimedia.org/wikipedia/commons/a/ac/Triangular_trade.png
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Rubric for Unit
Elements (130 Distinguished
points
possible)
1 – Grammar
Very few editing
and editing
(spelling,
(mechanics)
capitalization,
punctuation) or
grammar (word
choice, syntax, verb
agreement,
vocabulary)
mistakes.
(8 – 10 points)
2–
Organization
Attachments
aligned to lessons
and clearly labeled
A-Z. All
components are in
order: Title page,
Table of Contents,
Unit Overview,
Rationale,
Introduction,
Assessment ideas,
Vocabulary lesson,
Unit lessons with
aligned
attachments,
Works cited page.
(13 – 15 points)
Proficient
Progressing
Unsatisfactory
Organization,
clarity, editing, or
grammar may have
some minor
concerns.
Problems with
organization,
clarity, missing
components,
and/or editing and
grammar are
significant enough
to interfere with
the instructor’s
ability to easily
interpret the intent
of the unit.
(2 – 4 points)
Attachments may
be missing or
misaligned with
lessons and
labeled.
Components may
be out of order:
Title page, Table of
Contents, Unit
Overview,
Rationale,
Introduction,
Assessment ideas,
Vocabulary lesson,
Unit lessons with
aligned
Serious problems
with organization,
clarity, missing
components,
grammar, and/or
editing.
(5 – 7 points)
Attachments
aligned to lessons,
labeled A-Z.
Components are
mostly in order:
Title page, Table of
Contents, Unit
Overview,
Rationale,
Introduction,
Assessment ideas,
Vocabulary lesson,
Unit lessons with
aligned
attachments,
Works cited page.
(10 – 12 points)
(0-1 points)
Attachments for
lessons may be
missing or
mislabeled.
Organizational
components may
be missing.
(0 – 6 points)
pg. 25
Murphy
attachments,
Works cited page.
(7-9 points)
3 – Unit
Overview,
Rationale, and
Introduction
A clear and wellorganized Unit
Overview (grade,
core content
narrative),
Rationale (why it’s
important to learn
this), and
Introduction
(what students
can expect to
learn) provides an
easy-to- follow
entry to the unit.
(13 – 15 points)
Unit Overview
(grade, core
content narrative),
Rationale (it’s
important to learn
this), and
Introduction (what
students can expect
to learn) are
covered. Any part
may be short or
lack the details
needed to give a
complete picture of
the unit.
(10 – 12 points)
Unit Overview
(grade, core
content narrative),
Rationale (why this
it’s important), or
Introduction (what
students can expect
to learn) are
missing. Any part
included may be
short or lack the
details needed to
give a complete
picture of the unit.
(7-9 points)
Unit does not
follow the unit plan
directions. Poor
quality of work on
the Unit Overview
(grade, core
content narrative),
Rationale (why it’s
important), and
Introduction (what
students can expect
to learn). Missing
any of the
components.
(0 – 6 points)
4 - KUDs, I
Cans,
Vocabulary
KUDs, I Cans, and
Vocabulary closely
align to the GLCEs.
(13 – 15 points)
KUDs, I Cans, and
Vocabulary align to
the GLCEs.
(10 – 12 points)
KUDs, I Cans, or
Vocabulary are not
quite aligned to the
GLCEs.
(7-9 points)
KUDs, I Cans, and
/or Vocabulary
may be mis-aligned
to the GLCEs.
(0 – 6 points)
5 – Body of the
unit – content
and
organization.
(Instructional
strategies:
Cooperative
Unit includes all
required
components and is
well-organized.
Procedures are
used to allow
students to learn
Unit may have
minor omissions of
the required
components.
Lessons may lack
some necessary
detail. Possible
Unit may have
significant
omissions of the
required
components.
Lessons may lack
detail or logical
Candidate’s unit
overview is poorly
written and
contains few of the
required
components. Lack
of organization
pg. 26
Murphy
learning, QAR,
Think-PairShare, 10 x 10,
ConnectExtendChallenge,
Artifacts, any
we learned in
class this
semester, etc.)
the KUDs/I Cans.
Using Gradual
Release, lessons
are detailed and
lead toward the
understanding of
the selected
expectations. Fully
developed lessons
demonstrate
accurate
knowledge of
social studies
content
expectations,
creative use of a
variety of
instructional
methods,
technology, and
strategies for
student
engagement,
considering the
age of the child.
(13 – 15 points)
minor organization
problems. Possible
issues with scope
and sequence.
Lessons
demonstrate
adequate
knowledge of social
studies content and
state expectations,
an acceptable
variety of
instructional
methods,
integration of
technology, and
instructional
strategies for
student
engagement, but
may not be ontarget with the age
of the child.
(10 – 12 points)
flow. Weak
organization may
arise throughout
the unit. Limited
knowledge of the
state expectations
and/or social
studies content is
evident. Some
variety in
instructional
methods,
integration of
technology in
instruction, and/or
strategies may be
used, but limited.
Teacher-based or
text-based rather
than student-based.
(7-9 points)
throughout the
unit. Lack of
knowledge of the
state expectations
and/or accurate
social studies
knowledge and
content is evident
throughout.
Lessons are
difficult to follow
and lack detail.
Very little variety
of instruction, use
of technology. or
variety in lesson
design. Too much
reliance on lectures
or textbook
instruction.
(0 – 6 points)
6 – Materials
and resources,
including print
and electronic
technology and
integrated
literacy
Materials and
resources needed
to teach each
lesson in the unit
are fully
developed and
Materials and
resources needed
to teach each lesson
in the unit are
represented in the
final project.
(10 – 12 points)
Materials and
resources needed
to teach each lesson
in the unit are
lacking depth and
number.
(7-9 points)
Materials and
resources needed
to teach each lesson
in the unit are
missing or not
supportive of the
unit content.
pg. 27
Murphy
components,
trade books,
web sites,
realia,
simulations,
and any
worksheets
represented in the
final project.
(13 – 15 points)
(0 – 6 points)
7 – Vocabulary
lesson
(completed for
5 of the words
in the whole
unit)
Effective lessons
model all 6 Steps
of Marzano’s
Vocab instruction
for the unit. Each
step is wellrepresented in the
lessons, using
strategies from the
Beck and Marzano
texts.
(13 – 15 points)
Adequate lessons
to teach the
vocabulary of the
unit include the 6
steps of Marzano.
Each step is
represented in the
lessons, using
strategies from the
Beck and Marzano
texts.
(10 – 12 points)
Limited vocabulary
lesson may not
include all of
Marzano’s 6 Steps
for Vocab
instruction or the
steps may not use
strategies from the
Beck and Marzano
texts.
(7-9 points)
Minimal or no
vocabulary
instruction. Steps
are missing and not
represented in the
lessons, not using
strategies from the
Beck and Marzano
texts.
(0 – 6 points)
8 –Assessment
Each GLCE
contains a
component of
assessment. The
idea and structural
components for a
final summative
assessment are
included and wellaligned to GLCE.
(13 – 15 points)
Each GLCE contains
a component of
assessment. The
idea and structural
components for a
final summative
assessment are
included, though
not closely aligned
to GLCE.
(10 – 12 points)
Some GLCEs may
be missing the
component of
assessment and the
idea for a final
summative
assessment may be
minimal or missing.
(7-9 points)
Most lessons are
missing the idea for
a final summative
assessment.
(0 – 6 points)
pg. 28
Murphy
9–
Bibliography,
Citation page
See Purdue
Owl for help
(URL below).
Variety of
resources (books,
websites,
multimedia, etc.)
listed using APA
format. Ten (10)
or more resources
cited. All sources
used are cited
correctly.
(13 – 15 points)
Adequate variety
and quantity of
resources (6-9). A
few minor mistakes
with APA format.
See Purdue OWL
for help.
(10 – 12 points)
Lack of variety or
quantity of
resources (3 to 5).
Mistakes with APA
format. Some
missing citation
information. See
Purdue OWL for
help.
(7-9 points)
Skimpy (less than
3) and unvaried
resource list. APA
format not used
and/or significant
citation
information
missing. Some
missing citations
for resources used.
(0 – 6 points)
pg. 29